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Chanyoo, Natthapong.

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A corpus-based study of connectors and thematic progression in the academic writing of Thai EFL students.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A corpus-based study of connectors and thematic progression in the academic writing of Thai EFL students./
Author:	Chanyoo, Natthapong.
Description:	162 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3585442
ISBN:	9781303779329

A corpus-based study of connectors and thematic progression in the academic writing of Thai EFL students.
Chanyoo, Natthapong.

A corpus-based study of connectors and thematic progression in the academic writing of Thai EFL students. - 162 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2013.

The objective of the current study is to compare how Thai EFL writers develop and express their oppositional ideas in arguments and to compare their use of oppositional connectors in arguments to those of published scholars in the field of health science. An investigation of thematic progression pattern was conducted to examine whether a certain connector frequently occurs in a particular type of thematic progression. Classifications of oppositional meaning categories (Izutsu, 2008) and thematic progression patterns (Danes, 1974) were incorporated as the framework of study. For the purpose of the analysis, two substantial large corpora, the Mahidol University Learner Corpus (MULC, 4.5 million words) and the Scholar Corpus of Health Science (SCHS, 2 million words) were developed by the researcher. Five hundred segments from each corpus (a total of 1,000 segments, approximately 1,000,000 words), containing oppositional connectors and thematic progression, written by 50 Thai EFL graduate students and 50 scholars in health sciences were analyzed as sample texts. Coding schemes for the analysis were validated and achieved absolute agreement between inter-raters. The British National Corpus (BNC) was used as a referent corpus in a pilot trial while the Corpus of Contemporary American English (COCA) was referenced in the actual analysis. One-way, two-way and three-way ANOVAs, and the Universidad Autonoma de Madrid (UAM) corpus tool, which provides chi-square statistics, were used for data analyses.

ISBN: 9781303779329Subjects--Topical Terms:

1030294
Education, English as a Second Language.

A corpus-based study of connectors and thematic progression in the academic writing of Thai EFL students.
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020 $a 9781303779329
035 $a (MiAaPQ)AAI3585442
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040 $a MiAaPQ $c MiAaPQ
100 1 $a Chanyoo, Natthapong. $3 2104268
245 1 2 $a A corpus-based study of connectors and thematic progression in the academic writing of Thai EFL students.
300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Richard Donato.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2013.
520 $a The objective of the current study is to compare how Thai EFL writers develop and express their oppositional ideas in arguments and to compare their use of oppositional connectors in arguments to those of published scholars in the field of health science. An investigation of thematic progression pattern was conducted to examine whether a certain connector frequently occurs in a particular type of thematic progression. Classifications of oppositional meaning categories (Izutsu, 2008) and thematic progression patterns (Danes, 1974) were incorporated as the framework of study. For the purpose of the analysis, two substantial large corpora, the Mahidol University Learner Corpus (MULC, 4.5 million words) and the Scholar Corpus of Health Science (SCHS, 2 million words) were developed by the researcher. Five hundred segments from each corpus (a total of 1,000 segments, approximately 1,000,000 words), containing oppositional connectors and thematic progression, written by 50 Thai EFL graduate students and 50 scholars in health sciences were analyzed as sample texts. Coding schemes for the analysis were validated and achieved absolute agreement between inter-raters. The British National Corpus (BNC) was used as a referent corpus in a pilot trial while the Corpus of Contemporary American English (COCA) was referenced in the actual analysis. One-way, two-way and three-way ANOVAs, and the Universidad Autonoma de Madrid (UAM) corpus tool, which provides chi-square statistics, were used for data analyses.
520 $a Findings revealed that both groups of writers preferred to use concessive connectors to express their oppositional ideas and to use derived thematic progression pattern to organize their texts (ps < .001). Additionally, no major differences were found in the use of concessive connectors, the accuracy in how these connectors were used showed student writers did not use concessive ideas in the same way as scholars and, at times, students used them inaccurately. Important findings of differences in the use of oppositional connectors and thematic progression patterns are discussed from the perspectives of cognitive linguistics, cultural influences, and EFL academic writing teaching and instruction. The current study also provides evidence-based recommendations for EFL academic writing curriculum and instructional development.
590 $a School code: 0178.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Language, Linguistics. $3 1018079
690 $a 0441
690 $a 0290
710 2 $a University of Pittsburgh. $b Instruction and Learning. $3 2095184
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0178
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3585442